23 results on '"Briole, Simon"'
Search Results
2. The Making of Civic Virtues: A School-Based Experiment in Three Countries. CEP Discussion Paper No. 1830
- Author
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Briole, Simon, Gurgand, Marc, Maurin, Éric, McNally, Sandra, Ruiz-Valenzuela, Jenifer, and Santín, Daniel
- Abstract
With the rise of polarization and extremism, the question of how best to transmit civic virtues across generations is more acute than ever. In this paper, we test the hypothesis that schools can be the place for this transmission by empowering students and gathering them around concrete and democratically chosen objectives. We draw on an RCT implemented in a large sample of middle schools in three European countries. The evaluated program leads students to carry out collective citizenship projects in their immediate communities under the supervision of teachers trained in student-centered teaching methods. The program significantly increases student altruism, their political self-efficacy as well as the quality of their relationship with their classmates and their respect for the rules of school life (less sanctions and absenteeism). In all three countries, the benefits are greater for students with the highest level of altruism and interest in politics at baseline. Investments made at an early age appear to be complement to those made during adolescence for the production of civic virtues.
- Published
- 2022
3. A poorly understood disease? The impact of COVID-19 on the income gradient in mortality over the course of the pandemic
- Author
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Brandily, Paul, Brébion, Clément, Briole, Simon, and Khoury, Laura
- Published
- 2021
- Full Text
- View/download PDF
4. Are girls always good for boys? Short and long term effects of school peers’ gender
- Author
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Briole, Simon
- Published
- 2021
- Full Text
- View/download PDF
5. Children’s socio-emotional skills: Is there a quantity–quality trade-off?
- Author
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Briole, Simon, Le Forner, Hélène, and Lepinteur, Anthony
- Published
- 2020
- Full Text
- View/download PDF
6. The Heterogeneous Effects of Lockdown Policies on Air Pollution
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Briole, Simon, primary, Colette, Augustin, additional, and Lavaine, Emmanuelle, additional
- Published
- 2023
- Full Text
- View/download PDF
7. The making of civic virtues: a school-based experiment in three countries
- Author
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Briole, Simon, Gurgand, Marc, Maurin, Eric, Mcnally, Sandra, Ruiz-Valenzuela, Jenifer, and Santín, Daniel
- Subjects
LB Theory and practice of education ,HN Social history and conditions. Social problems. Social reform ,JC Political theory - Abstract
With the rise of polarization and extremism, the question of how best to transmit civic virtues across generations is more acute than ever. In this paper, we test the hypothesis that schools can be the place for this transmission by empowering students and gathering them around concrete and democratically chosen objectives. We draw on an RCT implemented in a large sample of middle schools in three European countries. The evaluated program leads students to carry out collective citizenship projects in their immediate communities under the supervision of teachers trained in student-centered teaching methods. The program significantly increases student altruism, their political self-efficacy as well as the quality of their relationship with their classmates and their respect for the rules of school life (less sanctions and absenteeism). In all three countries, the benefits are greater for students with the highest level of altruism and interest in politics at baseline. Investments made at an early age appear to be complement to those made during adolescence for the production of civic virtues.
- Published
- 2022
8. There's Always Room for Improvement: The Persistent Benefits of a Large-scale Teacher Evaluation System
- Author
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Briole, Simon, primary and Maurin, Éric, additional
- Published
- 2022
- Full Text
- View/download PDF
9. The Making of Civic Virtues: A School-Based Experiment in Three Countries
- Author
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Briole, Simon, primary, Gurgand, Marc, additional, Maurin, Eric, additional, McNally, Sandra, additional, Ruiz-Valenzuela, Jenifer, additional, and Santín, Daniel, additional
- Published
- 2022
- Full Text
- View/download PDF
10. A Poorly Understood Disease? The Evolution of the Income Gradient in Excess Mortality Due to COVID-19 within Urban Areas
- Author
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Brandily, Paul, Brébion, Clément, Briole, Simon, Khoury, Laura, Paris School of Economics (PSE), École des Ponts ParisTech (ENPC)-École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris 1 Panthéon-Sorbonne (UP1)-Centre National de la Recherche Scientifique (CNRS)-École des hautes études en sciences sociales (EHESS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE), Copenhagen Business School [Copenhagen] (CBS), Abdul Latif Jameel Poverty Action Lab - Europe (J-PAL Europe), and Norwegian School of Economics and Business Administration
- Subjects
JEL: R - Urban, Rural, Regional, Real Estate, and Transportation Economics/R.R0 - General/R.R0.R00 - General ,JEL: I - Health, Education, and Welfare/I.I1 - Health/I.I1.I14 - Health and Inequality ,inequality ,poverty ,COVID-19 ,labor market ,[SHS.ECO]Humanities and Social Sciences/Economics and Finance ,mortality ,housing conditions ,JEL: I - Health, Education, and Welfare/I.I1 - Health/I.I1.I18 - Government Policy • Regulation • Public Health - Abstract
While a burgeoning literature has documented the unequal distribution of COVID-19 confirmed cases,there is still little evidence on the causal effect of the epidemic on mortality inequalities. In this pa-per, we exploit exhaustive municipality-level data in France, one of the most severely hit country in the world, to identify a persistent negative relationship between income and excess mortality withinurban areas. Over the year 2020, the poorest municipalities experienced a 42% higher increase inexcess mortality. Our analyses further reveal that the policy responses to the epidemic - including thelockdowns - play no role in this heterogeneous impact. Last, we show that both labour-market expo-sure and housing conditions are major determinants of the direct effect of the epidemic on mortalityinequalities, but that their respective role depends on the state of the epidemic and the lockdown policy
- Published
- 2021
11. A Poorly Understood Disease? The Unequal Distribution of Excess Mortality Due to COVID-19 Across French Municipalities
- Author
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Brandily, Paul, Brébion, Clément, Briole, Simon, and Khoury, Laura
- Subjects
Samfunnsvitenskap ,COVID-19 ,poverty ,inequality ,mortality ,labor market ,housing conditions - Abstract
While COVID-19 was responsible for more than 600,000 deaths worldwide as of July 24, 2020, very little is known about the socio-economic heterogeneity of its impact on mortality. In this paper, we combine several administrative data sources to estimate the relationship between mortality due to COVID-19 and poverty at a very local level (i.e. the municipality level) in France, one of the most severely hit countries in the world. We find strong evidence of an income gradient in the impact of the pandemic on mortality rates, which is twice as large in municipalities below the 25th percentile of the national income distribution than in municipalities above this threshold. We then show that both poor housing conditions and higher occupational exposure play a key role in this heterogeneity: taken together, these mechanisms account for up to 77% of the difference observed between rich and poor municipalities.
- Published
- 2020
12. Entitled to Leave: the impact of Unenployment Insurance Eligibility on Employment Duration and Job Quality
- Author
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Khoury, Laura, Brébion, Clément, and Briole, Simon
- Subjects
Samfunnsvitenskap ,Unemployment, Employment duration, Behavioral response, Entitlement conditions, Job quality - Abstract
Entitlement conditions are a little explored dimension of unemployment insurance (UI) schemes. In this paper, we provide a comprehensive evaluation of a reform that softened the minimum employment record condition to qualify for UI benefits in France after 2009. Using administrative panel data matching employment and unemployment spells, we first provide clear evidence that the reform induced a separation response at the eligibility threshold. It appears both at the micro level– through a jump in transitions from employment to unemployment – and at the macro level – through the scheduling of shorter contracts, in line with the new eligibility requirements. Exploiting the reform as well as relevant sample restrictions, we then estimate the effects of receiving UI benefits on subsequent labour market outcomes using a regression discontinuity design. Our findings point to a large negative impact of UI benefits receipt on employment probability up to 21 months after meeting the eligibility criterion, which is not counterbalanced by an increase in job quality.
- Published
- 2020
13. A Poorly Understood Disease? The Unequal Distribution of Excess Mortality Due to COVID-19 Across French Municipalities*
- Author
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Brandily, Paul, primary, Brébion, Clément, additional, Briole, Simon, additional, and Khoury, Laura, additional
- Published
- 2020
- Full Text
- View/download PDF
14. Entitled to Leave: the impact of Unenployment Insurance Eligibility on Employment Duration and Job Quality
- Author
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Khoury, Laura, primary, Brébion, Clément, additional, and Briole, Simon, additional
- Published
- 2020
- Full Text
- View/download PDF
15. Children's Socio-Emotional Skills: Is There a Quantity-Quality Trade-off?
- Author
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Briole, Simon, Le Forner, Hélène, Lepinteur, Anthony, Paris School of Economics (PSE), Paris Jourdan Sciences Economiques (PJSE), Université Panthéon-Sorbonne (UP1)-École normale supérieure - Paris (ENS Paris)-Institut National de la Recherche Agronomique (INRA)-École des hautes études en sciences sociales (EHESS)-École des Ponts ParisTech (ENPC)-Centre National de la Recherche Scientifique (CNRS), Aix-Marseille Sciences Economiques (AMSE), École des hautes études en sciences sociales (EHESS)-Aix Marseille Université (AMU)-École Centrale de Marseille (ECM)-Centre National de la Recherche Scientifique (CNRS), University of Luxembourg [Luxembourg], École des Ponts ParisTech (ENPC)-École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris 1 Panthéon-Sorbonne (UP1)-Centre National de la Recherche Scientifique (CNRS)-École des hautes études en sciences sociales (EHESS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE), École des hautes études en sciences sociales (EHESS)-École Centrale de Marseille (ECM)-Centre National de la Recherche Scientifique (CNRS)-Aix Marseille Université (AMU), Paris School of Economics (PSE), Université Paris I Panthéon-Sorbonne, École des Hautes Études en Sciences Sociales (EHESS), Aix-Marseille Université, Aix-Marseille School of Economics (AMSE), and Université du Luxembourg., NORFACE programme, in particular the IMCHILD and the GUODLCCI programmes., This project has also received funding from the 'Investissements d'Avenir' French Government program managed by the French National Research Agency (reference: ANR-17-EURE-0020) and from Excellence Initiative of Aix-Marseille University - A*MIDEX., ANR-17-EURE-0020,AMSE (EUR),Aix-Marseille School of Economics(2017), Bauer, Caroline, Université Paris 1 Panthéon-Sorbonne (UP1)-École normale supérieure - Paris (ENS-PSL), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École des hautes études en sciences sociales (EHESS)-École des Ponts ParisTech (ENPC)-Centre National de la Recherche Scientifique (CNRS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE), and Université Paris 1 Panthéon-Sorbonne (UP1)-École normale supérieure - Paris (ENS Paris)
- Subjects
[SHS.DEMO] Humanities and Social Sciences/Demography ,Family Size ,Non-cognitive skills ,JEL: J - Labor and Demographic Economics/J.J1 - Demographic Economics/J.J1.J13 - Fertility • Family Planning • Child Care • Children • Youth ,JEL: J - Labor and Demographic Economics/J.J1 - Demographic Economics/J.J1.J16 - Economics of Gender • Non-labor Discrimination ,Birth Order ,JEL: I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I20 - General ,[SHS.DEMO]Humanities and Social Sciences/Demography ,[SHS.ECO] Humanities and Social Sciences/Economics and Finance ,[SHS.ECO]Humanities and Social Sciences/Economics and Finance ,Child development - Abstract
Although it is widely acknowledged that non-cognitive skills matter for adult outcomes, little is known about the role played by family environment in the formation of these skills. We use a longitudinal survey of children born in the UK in 2000-2001, the Millennium Cohort Study by the Centre for Longitudinal Studies, to estimate the effect of family size on socio-emotional skills, measured by the Strengths and Difficulties Questionnaire. To account for the endogeneity of fertility decisions, we use a well-known instrumental approach that exploits parents' preference for children's gender diversity. We show that the birth of a third child negatively affects the socio-emotional skills of the first two children in a persistent manner. However, we show that this negative effect is entirely driven by girls. We provide evidence that this gender effect is partly driven by an unequal response of parents' time investment in favour of boys and, to a lesser extent, by an unequal demand for household chores.
- Published
- 2019
16. Essays on the determinants of student achievement in France and the US : teacher evaluation, teaching practices and social interactions in middle school
- Author
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Briole, Simon, Paris Jourdan Sciences Economiques (PJSE), Université Paris 1 Panthéon-Sorbonne (UP1)-École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École des hautes études en sciences sociales (EHESS)-École des Ponts ParisTech (ENPC)-Centre National de la Recherche Scientifique (CNRS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE), Université Paris sciences et lettres, and Éric Maurin
- Subjects
Politique publique ,Public policy ,Peer effects ,Évaluation ,Gender ,Éducation ,Pratiques pédagogiques ,Effets de pair ,Evaluation ,Teaching practices ,Genre ,[SHS.ECO]Humanities and Social Sciences/Economics and Finance ,Education - Abstract
The Human Capital Theory developed by Gary Becker in the 60's substantially widened the area of investigation of economics. Over the last two decades, many studies in the economics of education intended to identify the characteristics of an educational system which enable individuals to acquire as much skills, knowledge and information as possible. This thesis contribute to this literature by studying two aspects of the educational environment that has particularly attracted economists' attention over recent years: teacher productivity and peer effects in the classroom. The first chapter of this thesis investigate to what extent teaching practices implemented by math teachers in the US relate to their students' math performance. First, it shows that every single hour spent in the classroom studying mathematics generate a significant improvement in students' math performance. Second, it shows that the productivity of instructional time strongly relates to the implementation of interactive teaching practices, which require student active participation in the lesson. More precisely, each hour spent with a teacher putting a high weight on this kind of practices is 2 to 3 times more productive than an hour spent with a teacher putting a higher weight on traditional practices, such a teacher lecture. The second chapter of this thesis studies the impact of a public policy aimed at improving teachers' practices, namely the individual teacher evaluation system in French secondary education. In this chapter, we show that students' performance at the end-of-middle school national exam significantly improve after the evaluation of their math teacher, not only for students taught by an evaluated teacher the year of the evaluation, but also for students taught by the same teacher on subsequent years, suggesting a long-lasting improvement in teacher pedagogical skills. These positive effects persist over time for students, who not only perform better at the end-of-middle school exam but also choose more often and graduate more often from the science track in high school. In addition, the positive effects of teacher evaluation are particularly salient in education priority schools, in contexts where teaching is often very challenging.The third chapter of this thesis investigates the effect of school peers' gender on students' performance and educational careers in French middle schools. First, it shows that the proportion of female peers' in middle school has persistent effects on students' educational careers as it not only affects students' test score at the end-of-9th-grade national examination, but also influences their track choices and high school graduation rates several years later. Second, it shows that a larger share of girls in the classroom has positive effects for girls and negative effects for boys. More specifically, it reduces girls' dropout rates and increases their probability to graduate from an academic track in high school, especially in the scientific track, while it increases boys' probability to attend a vocational school after 9th grade and decreases their high school graduation rate.; Initiée dans les années 1960 par l’économiste américain Gary Becker, le développement de la théorie du capital humain a considérablement ouvert le champ d’investigation de la science économique. Au cours des deux dernières décennies, de nombreux travaux de recherche en économie de l'éducation ont cherché à identifier les caractéristiques du système ou de l’environnement scolaire qui permettent aux individus d’acquérir un maximum de compétences, de savoirs et d'informations au cours de leur scolarité. Cette thèse s’inscrit dans ce courant de recherche et étudie plus spécifiquement deux aspects de l’environnement scolaire qui ont retenu l’attention des économistes : la productivité des enseignants et l’influence des camarades de classe. Le premier chapitre de cette thèse étudie dans quelle mesure les pratiques pédagogiques des enseignants aux États-Unis permettent d’expliquer les différences de performances de leurs élèves en mathématiques. Dans un premier temps, nous montrons que chaque heure passée en classe à étudier les mathématiques engendre une progression significative des élèves dans cette discipline. Nous montrons ensuite que la productivité de l’heure d’enseignement est très fortement corrélée avec la mise en place de pratiques pédagogiques interactives, qui requièrent une participation active de la part des élèves. Plus spécifiquement, chaque heure passée avec un enseignant mettant l'accent sur ce type de pratiques est 2 à 3 fois plus productive qu'une heure passée avec un enseignant mettant l'accent sur des pratiques plus traditionnelles telles que le cours magistral.Le deuxième chapitre de cette thèse étudie l’impact d’une politique publique visant à améliorer les pratiques des enseignants, à savoir le système d’inspection individuelle des enseignants du second degré en France. Dans ce chapitre, nous montrons que les performances des élèves en maths au Diplôme National du Brevet (DNB) s’améliorent significativement à la suite d’une inspection de leur enseignant de mathématiques, non seulement pour les élèves assignés à l’enseignant l’année de l’inspection, mais également pour les élèves assignés à cet enseignant les années suivantes, suggérant une amélioration durable de ses compétences pédagogiques. De surcroît, l’inspection des enseignants de maths de 3ème produit des effets bénéfiques persistants chez les élèves, qui se traduisent par une augmentation de leur probabilité de choisir une filière scientifique en première et d’obtenir un baccalauréat scientifique au cours des années suivantes. Finalement, les effets bénéfiques d’une inspection sur les performances des élèves en maths et sur leur trajectoire scolaire sont particulièrement marqués pour les enseignants de l’éducation prioritaire, lesquels font face à des contextes d’enseignement plus difficiles.Le troisième et dernier chapitre de cette thèse étudie les effets du genre des camarades de classe de 3ème sur le parcours scolaire des élèves en France. Deux ensembles de résultats se dégagent de l’analyse. D’une part, l’influence des camarades de classes est persistante au cours du temps, puisque la proportion de filles parmi les camarades de classes en 3ème influence non seulement la réussite au brevet, mais également le taux de décrochage scolaire, le choix des filières après le collège et le taux d’obtention du baccalauréat. D’autre part, la proportion de filles parmi les camarades de classes en 3ème a des effets bénéfiques sur la scolarité des filles alors qu’elle a des effets négatifs sur celle des garçons. Plus spécifiquement, cette proportion réduit le taux de décrochage scolaire des filles après la 3ème et augmente leur taux d’obtention d’un baccalauréat général, particulièrement dans la filière scientifique. A l’inverse, elle augmente la proportion de garçons choisissant une filière technique après le collège et réduit leur taux d’obtention d’un baccalauréat général.
- Published
- 2019
17. Does Evaluating Teachers Make a Difference?
- Author
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Briole, Simon and Maurin, Eric
- Subjects
teaching practices ,supervision ,education ,I28 ,evaluation ,ComputingMilieux_COMPUTERSANDEDUCATION ,ddc:330 ,J24 ,feedback ,I20 ,teacher quality - Abstract
In France, secondary school teachers are evaluated every six or seven years by senior experts of the Ministry of education. These external evaluations mostly involve the supervision of one class session and a debriefing interview, but have nonetheless a direct impact on teachers' career advancement. In this paper, we show that these evaluations contribute to improving students' performance, especially in math. This effect is seen not only for students taught by teachers the year of their evaluations but also for students taught by the same teachers the subsequent years, suggesting that evaluations improve teachers' core pedagogical skills. These positive effects persist over time and are particularly salient in education priority schools, in contexts where teaching is often very challenging. Overall, a system of light touch evaluations appears to be much more cost-effective than more popular alternatives, such as class size reduction.
- Published
- 2019
18. From Teacher Quality to Teaching Quality: Instructional Productivity and Teaching Practices in the US
- Author
-
Briole, Simon, Paris School of Economics (PSE), École des Ponts ParisTech (ENPC)-École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-Université Paris 1 Panthéon-Sorbonne (UP1)-Centre National de la Recherche Scientifique (CNRS)-École des hautes études en sciences sociales (EHESS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE), Paris Jourdan Sciences Economiques (PJSE), Université Paris 1 Panthéon-Sorbonne (UP1)-École normale supérieure - Paris (ENS Paris), Université Paris sciences et lettres (PSL)-Université Paris sciences et lettres (PSL)-École des hautes études en sciences sociales (EHESS)-École des Ponts ParisTech (ENPC)-Centre National de la Recherche Scientifique (CNRS)-Institut National de Recherche pour l’Agriculture, l’Alimentation et l’Environnement (INRAE), and Université Panthéon-Sorbonne (UP1)-École normale supérieure - Paris (ENS Paris)-Institut National de la Recherche Agronomique (INRA)-École des hautes études en sciences sociales (EHESS)-École des Ponts ParisTech (ENPC)-Centre National de la Recherche Scientifique (CNRS)
- Subjects
teaching practices ,education ,test scores ,[SHS.EDU]Humanities and Social Sciences/Education ,JEL: I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I21 - Analysis of Education ,JEL: I - Health, Education, and Welfare/I.I2 - Education and Research Institutions/I.I2.I20 - General ,[SHS.ECO]Humanities and Social Sciences/Economics and Finance ,behavioral disciplines and activities ,instruction time ,JEL: J - Labor and Demographic Economics/J.J2 - Demand and Supply of Labor/J.J2.J24 - Human Capital • Skills • Occupational Choice • Labor Productivity ,mental disorders ,TIMSS ,teacher quality - Abstract
Though teachers are consistently found to play a major role in determining student achievement, little is known about what teachers can do to increase their instructional productivity. This paper develops a new empirical strategy, based on within-student within math variations in student test scores, to assess the instructional hourly productivity of math teachers in the US. Building on these estimates, we show that teachers’ hourly productivity strongly relates to the use of teaching practices emphasizing student active participation in the lesson (modern practices). One weekly hour of math instructional time increases student test scores by 4.4% of a standard deviation on average, but one hour spent with a teacher above the modern practices index median is more than twice as productive as one hour spent with a teacher under this median (+5.9% vs +2.7% standard deviations). A further investigation suggests that the positive effects associated to modern practices are partially mediated by an improvement in student self-confidence and motivation to learn mathematics.
- Published
- 2019
19. Does Evaluating Teachers Make a Difference?
- Author
-
Briole, Simon, primary and Maurin, Eric, additional
- Published
- 2019
- Full Text
- View/download PDF
20. Does Evaluating Teachers Make a Difference?
- Author
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Briole, Simon and Éric Maurin
- Subjects
4. Education
21. Entitled to Leave: the Impact of Unemployment Insurance Eligibility on Employment Duration and Job Quality
- Author
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Brébion, Clément, Khoury, Laura, and Briole, Simon
- Subjects
8. Economic growth
22. From Teacher Quality to Teaching Quality: Instructional Productivity and Teaching Practices in the US
- Author
-
Briole, Simon
- Subjects
4. Education
23. The making of civic virtues: a school-based experiment in three countries
- Author
-
Briole, Simon, Gurgand, Marc, Maurin, Eric, Mcnally, Sandra, Ruiz-Valenzuela, Jenifer, Santín, Daniel, Briole, Simon, Gurgand, Marc, Maurin, Eric, Mcnally, Sandra, Ruiz-Valenzuela, Jenifer, and Santín, Daniel
- Abstract
With the rise of polarization and extremism, the question of how best to transmit civic virtues across generations is more acute than ever. In this paper, we test the hypothesis that schools can be the place for this transmission by empowering students and gathering them around concrete and democratically chosen objectives. We draw on an RCT implemented in a large sample of middle schools in three European countries. The evaluated program leads students to carry out collective citizenship projects in their immediate communities under the supervision of teachers trained in student-centered teaching methods. The program significantly increases student altruism, their political self-efficacy as well as the quality of their relationship with their classmates and their respect for the rules of school life (less sanctions and absenteeism). In all three countries, the benefits are greater for students with the highest level of altruism and interest in politics at baseline. Investments made at an early age appear to be complement to those made during adolescence for the production of civic virtues.
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